Problems associated with grade equivalents (GEs) and age equivalents (AEs) have been noted in the past. This study investigated the counterintuitive observation that a student entering first grade can obtain a standard score of 99 on the Wechsler Individual Achievement Test (WIAT) and obtain a grade equivalency approximately one-half grade behind actual grade placement. The present study confined this derived-score-discrepancy phenomenon to the following WIAT subtests and regions: (a) Basic Reading-primary grades; (b) Mathematics Reasoning-primary grades; and (c) Oral Expression-intermediate and high school grades and ages. Recommendations are offered to practitioners in light of the findings.
Get full access to this article
View all access options for this article.
References
1.
Bracken, B. A. (1988). Ten psychometric reasons why similar tests produce dissimilar results. Journal of School Psychology, 26, 155-166.
2.
Cohen, J. (1994). The Earth is round (p < .05). American Psychologist, 49(12), 997-1003.
3.
Cohen, L. G. (1993). Test review: Wechsler Individual Achievement Test. Diagnostique, 18(3), 255-268.
4.
Flanagan, D. P., & Alfonso, V. C. (1993a). Differences required for significance between Wechsler Verbal and Performance IQs and WIAT subtests and composites: The predicted-achievement method. Psychology in the Schools, 30(2), 125-132.
5.
Flanagan, D. P., & Alfonso, V. C. (1993b). WIAT subtest and composite predicted-achievement values based on WISCIII Verbal and Performance IQs. Psychology in the Schools, 30(4), 310-320.
6.
Gentry, N., Sapp, G. L., & Daw, J. L. (1995). Score on the Wechsler Individual Achievement Test and the Kaufman Test of Educational Achievement—Comprehensive Form for emotionally conflicted adolescents. Psychological Reports, 76, 607-610.
7.
Glutting, J. J., McDermott, P. A., & McGrath, E. A. (1994). Core profile types for the WISC-III and WIAT: Their development and application in identifying multivariate IQ-achievement discrepancies. School Psychology Review, 23(4), 619-639.
8.
Glutting, J. J., Oakland, T., & Konold, T. R. (1994). Criterion-related bias with the Guide to the Assessment of Test-session Behavior for the WISC-III and WIAT: Possible race/ethnicity, gender and SES effects. Journal of School Psychology, 32(4), 355-369.
9.
Hoover, H. D. (1984). The most appropriate scores for measuring educational development in the elementary schools: GE's. Educational Measurement: Issues & Practice, 3, 8-14.
10.
Joshi, R. M., Aaron, P. G., & Wood, J. (1994, April). Predicting reading comprehension from listening comprehension: Is this the answer to the IQ debate? Paper presented at the 21st Annual Convention of the New York Branch of the Orton Dyslexia Society, New York.
11.
Nicholson, C. L. (1992). New tests: Wechsler Individual Achievement Test. CEC's Communique, 20(1), 3-4.
12.
Phillips, S. E., & Clarizio, H. F. (1988). Limitations of standard scores in individual achievement testing. Educational Measurement: Issues & Practice, 7(1), 8-15.
13.
Psychological Corporation. (1992). Wechsler Individual Achievement Test manual. San Antonio, TX: Author.
14.
Reynolds, C. R. (1981). The fallacy of “two years below grade level for age” as a diagnostic criterion for reading disorders. Journal of School Psychology, 19, 350-358.
15.
Slate, J. R. (1994). WISCIII correlations with the WIAT. Psychology in the Schools, 31(4),278-285.
16.
Slate, J. R. (1996). Interrelations of frequently administered achievement measures in the determination of specific learning disabilities. Learning Disabilities: Research & Practice, 11(2), 86-89.
17.
Thompson, S. S. (1993). Test reviews: Wechsler Individual Achievement Test (WIAT). Journal of Psychoeducational Assessment, 11(3), 292-297.
18.
Thorndike, R. L., & Hagen, E. (1969). Measurement and evaluation in psychology and education (3rd ed.). New York: Wiley.
19.
Treloar, J. M. (1994). New products: Wechsler Individual Achievement Test (WIAT). Intervention in School & Clinic, 29(4), 242-246.
20.
Weiss, L. G., & Prifitera, A. (1995). An evaluation of differential prediction of WIAT achievement scores from WISC-III FSIQ across ethnic and gender groups. Journal of School Psychology, 33(4), 297-304.
